I have not observed my CT asking the students to demonstrate any higher order thinking skills. So far, almost all of the questions that are asked from the students focus on facts and textbook definitions. Basically, just recall information. Granted, I have been there many times on days when the students are taking a test and the review for the test has usually been simple recall on the studied material. However, even during the labs I don't notice much in- depth questioning from the CT. The students really are not being encouraged to be critical or skeptical at all. In addition, the CT-s questions don't really vary from class to class.
REFLECTION:
Ufortunately, I believe that because the CT doesn't ask any thought provoking questions from the students, it is contributing to the students' lack of interest in the material presented to them. These high school students are bored out of their minds in the lessons. I honestly feel symphathetic towards them.
In a way this is a great learning experience for me. I am witnessing in person how students lose interest in the subject due to lack of motivation. In my future classroom, I will definitely try to provide interesting and thought provoking lessons/activities for students. In addition, I will make every effort to encorporate higher order thinking skills into my lessons. I absolutely realize that I need to get pretty creative to create any interest in these students. These students need to feel more involved in the class. Right now, they are just sitting at their desks and fighting not to fall asleep. I feel that I would need to design lessons that would keep the students on the edge of their seats and would make them want to participate. To do that, I would ask them many questions and provide ample class discussion opportunities.
Curtis Corner Middle School
OBSERVATION:
This CT is definitely asking many questions from the students. She also varies her levels of questioning from class to class. For example, her second period class includes several students with IEP-s. Many of these students have learning disabilities and are behind grade level expectations. The CT asks just some "Knowledge" level questions from these students, like "what does primary succession mean?"
However, in the higher level class, the teacher is asking questions like "what has to happen before secondary succession can occur" or "which plant species will grow in the primary succession and how do these compare to the secondary succession?". Basically, her questions for this group of students are more on the "Comprehension" level.
She also encourages critical thinking in ALL of her students. She is continually responding with "why? how? what to you mean? explain that" etc. to her students' responses.
REFLECTION:
I really enjoy observing this CT in action! She is so focused on her students and on the content. I have yet to see her spend even one minute of class time on anything other than the content. The students are also very focused. I see that it's because she keeps them continually engaged. Most classes are interactive, where the CT is asking students many questions and she really tries to get the students to think about their responses. She is continually reminding them to think and answer like scientists. Meaning, students are reminded to explain themselves clearly and use appropriate content related language.
What I also really like, is that the CT has a Bloom's Taxonomy chart on the wall in her classroom. It's right in the center of the wall in front of the classroom. Sometimes when she asks questions from the students, she refers to the chart and says "this question is on the "Application" level, so tell me how this/that compares to....."
I would also include the Bloom's Taxonomy chart in my classroom. I think it's important to remind to the students of the dfferent domains of thinking. It would also serve as a reminder to me to keep challenging the students and keep working towards higher levels of thinking.
OBSERVATION:
I have not observed my CT asking the students to demonstrate any higher order thinking skills. So far, almost all of the questions that are asked from the students focus on facts and textbook definitions. Basically, just recall information. Granted, I have been there many times on days when the students are taking a test and the review for the test has usually been simple recall on the studied material. However, even during the labs I don't notice much in- depth questioning from the CT. The students really are not being encouraged to be critical or skeptical at all. In addition, the CT-s questions don't really vary from class to class.
REFLECTION:
Ufortunately, I believe that because the CT doesn't ask any thought provoking questions from the students, it is contributing to the students' lack of interest in the material presented to them. These high school students are bored out of their minds in the lessons. I honestly feel symphathetic towards them.
In a way this is a great learning experience for me. I am witnessing in person how students lose interest in the subject due to lack of motivation. In my future classroom, I will definitely try to provide interesting and thought provoking lessons/activities for students. In addition, I will make every effort to encorporate higher order thinking skills into my lessons. I absolutely realize that I need to get pretty creative to create any interest in these students. These students need to feel more involved in the class. Right now, they are just sitting at their desks and fighting not to fall asleep. I feel that I would need to design lessons that would keep the students on the edge of their seats and would make them want to participate. To do that, I would ask them many questions and provide ample class discussion opportunities.
Curtis Corner Middle School
OBSERVATION:
This CT is definitely asking many questions from the students. She also varies her levels of questioning from class to class. For example, her second period class includes several students with IEP-s. Many of these students have learning disabilities and are behind grade level expectations. The CT asks just some "Knowledge" level questions from these students, like "what does primary succession mean?"
However, in the higher level class, the teacher is asking questions like "what has to happen before secondary succession can occur" or "which plant species will grow in the primary succession and how do these compare to the secondary succession?". Basically, her questions for this group of students are more on the "Comprehension" level.
She also encourages critical thinking in ALL of her students. She is continually responding with "why? how? what to you mean? explain that" etc. to her students' responses.
REFLECTION:
I really enjoy observing this CT in action! She is so focused on her students and on the content. I have yet to see her spend even one minute of class time on anything other than the content. The students are also very focused. I see that it's because she keeps them continually engaged. Most classes are interactive, where the CT is asking students many questions and she really tries to get the students to think about their responses. She is continually reminding them to think and answer like scientists. Meaning, students are reminded to explain themselves clearly and use appropriate content related language.
What I also really like, is that the CT has a Bloom's Taxonomy chart on the wall in her classroom. It's right in the center of the wall in front of the classroom. Sometimes when she asks questions from the students, she refers to the chart and says "this question is on the "Application" level, so tell me how this/that compares to....."
I would also include the Bloom's Taxonomy chart in my classroom. I think it's important to remind to the students of the dfferent domains of thinking. It would also serve as a reminder to me to keep challenging the students and keep working towards higher levels of thinking.